Rethinking the Notion of a ‘Higher Law’: Heidegger and Derrida on the Anaximander Fragment

The Anaximander fragment, in the readings of both Heidegger and Derrida, speaks of that which exceeds positive law. In this article, the author provides a detailed reading of Heidegger’s Der Spruch des Anaximander, showing how Heidegger relates this fragment to his thinking of Being, the latter having been ‘forgotten’ by metaphysics. Heidegger’s reading at the same time involves a contemplation of technology and of the ontological relation of beings to each other. Derrida’s reading of Heidegger’s Der Spruch highlights specifically those parts of Heidegger’s text where that which precedes Being’s gathering, Being’s disjoining or dissemination, is pointed to. This disjoining, Derrida contends, speaks of the gift of a day more ancient than memory itself and ties in closely with certain aspects of the thinking of Marx. Derrida’s focus on that which precedes Being is in turn related to his contemplation of the law or condition of possibility of technology and also of that which makes possible a relation to the other as other. This condition of possibility, or the gift of Being, which Heidegger’s text also speaks of, involves a ‘higher law’ which can serve as a ‘measure’ for the evaluation, interpretation and transformation of positive law.

Policy representation

Abstract This paper examines the extent to which conditions for the 'representative party government' model of representation exist in the EU. It suggests that, although application of the model is obviously limited, there is some support for its relevance. Using surveys of voters and candidates for the European Parliament the paper shows that some policy positions of representatives are constrained more by their party group than their nationality, and to some degree there is obvious congruence between the opinions of candidates and their voters. This is particularly so with respect to left–right orientation; far less with respect to European Monetary Union where elites appear much more enthusiastic than their electorates.     

Young,middle, and late adolescents' comparisons of the functional importance of five significant relationships

The present study investigated how young (11–13-year-old), middle (14–16-year-old), and late (17–19-year-old) adolescents compared the relative functional importance of their relationships with their mother, their father, their most important sibling, their best same-sex friend, and their most important teacher. Mothers and fathers were perceived as highly important sources of affection, instrumental aid, and reliable alliance by all adolescents; however, the parent-adolescent child relationship was also ranked high on the conflict dimension. Best same-sex friends were ranked highest in all three adolescent groups for intimacy and companionship. Siblings, too, were perceived as important sources of intimacy and companionship; they were also ranked high for the nurturance and conflict dimensions. Relationships with teachers received very low ratings in general.This study was made possible by a grant to the authors by the National Institute of Mental Health, grant 1 RO1 MH42858-01A1, and by funding through the Home Economics Research Institute of the College of Family and Consumer Sciences and the Iowa Agricultural and Home Economics Experiment Station, Iowa State University.The first author received his Ph.D. degree in 1976 from the Institute of Child Development, University of Minnesota. His area of specialization is developmental psychology. He is a professor in the Department of Human Development and Family Studies at Iowa State University, Ames, IA 50011. The second author received her Ph.D degree in 1987 from Iowa State University; her area of specialization is educational measuremenl and statistics. She is the teacher specialist for research, testing and evaluation for the Ames Community Schools system, and a research associate at Iowa State University. Both authors share an interest in studying the effects of stress factors on adolescent development and educational achievement.